Updating or revising models to help explain phenomena

As mentioned above, this model doesn’t address the hyper- and hyponatremia cases the module began with. It’s the students’ job to figure out how to build on this model (small additions or wholesale changes are both encouraged!) to explain how this balance is disrupted.

Evidence-based revisions/additions

Keep an eye out for how students use the texts leading up this task to make revision to the model. E/I note takers may be especially helpful here. Teacher or reciprocal modeling may be appropriate here, as you see fit.